The program of research on teacher-student relationships described in this issue is an important part of the field of classroom learning environments, although it has its own distinctive and significant features. The questionnaire on teacher interaction (QTI), the main instrument used in this research, follows the strong tradition in learning…

The review indicates that refined measures of the family environment and the use of complex statistical models increase the understanding of the relationships between socioeconomic status, sibling variables, family environment, and cognitive development. (RC)

Results indicate that measures of the social environment mediate and index much of the sociopsychological stimulation that bears, indirectly through perception, upon cognitive and attitudinal learning. (Author/MV)

Data from a national sample of 1,955 17-year-olds were used to test a model of educational productivity involving ability, motivation, quantity and quality of instruction, and home and classroom environments. A number of factors were found to be significant predictors of student outcomes. (Author/MT)

The degree of implementation of the Adaptive Learning Environments Model in special education and its association with efficient use of student's time and other classroom resources and processes were examined. Primary grade teachers were able to establish and maintain the model at moderate to high criterion levels. (Author/DWH)

Achievement test scores and ratings of 2,368 13-year-old students who participated in the 1977-78 National Assessment of Educational Progress were analyzed. Achievement was significantly associated with attitudes, sex, ethnicity, parents' education, verbal opportunities in the home, and frequency of mathematical practice. (Authors/CJ)

The science achievement scores of 1,284 adults on a test of science knowledge were regressed on three composite independent variables: motivation, and prior and current educative experiences. Early educative experience predicts current activities of motivation; all three factors contribute to the prediction of achievement. (Author/LC)

Reports a re-analysis of mathematics achievement data on 28,274 elementary students in twelve countries. Results corroborate recent studies of productive factors in academic learning. Among directly alterable variables, the amount and quality of instruction, including homework, most strongly influence achievement. (Author/JDH)

This study of 26,279 high school sophomores attempted to correlate fixed and alterable conditions which influence student achievement in academic subjects. Major differences in achievement appear to be due to fixed characteristics of students and outside school experiences, not to the private-school superiority hypothesis. (Author/MT)

Reading achievement and attitude scores of a National Assessment of Educational Progress sample of 9-year-old students were multiply regressed on one another on home environment variables. Correlations and partial correlations of achievement with home environment, quality of instruction, and leisure time television watching were found. (Author/DF)

A random survey to determine the dependence of adult outcomes on connections, certification, and verbal competence revealed that selected variables influenced outcomes, but a substantial amount of variance remained unexplained. Such variables as parent socioeconomic status, education, and vocabulary test scores were related to such characteristics…

A National Assessment of Educational Progress study was conducted on students to assess the dependence of high school mathematics learning on the amount and level of course work as well as other productive factors. Achievement appears to depend on number and level of courses, traditional teaching methods, home environment, and ethnicity.…

This paper demonstrates the variety of positive-skew phenomena and discusses their theoretical, research, and practical implications in education. (PN)

Studies relating time (in four ranges--years, days, hours, and minutes) to educational outcomes are reviewed. The need to include time as one factor in a theory of educational productivity is discussed. (Author/JD)

A preview of statistical data from previous studies determined the benefits of positive reinforcement on learning in students from kindergarten through college. Results indicate that differences between reinforced and control groups are greater for girls and for students from special schools and that reinforcement appears to have a strong effect…